Page 172 - @ccess 1 Teacher´s Book

Activity 7
7. Choose the proposal you are interested in.
• Have a look at the Reader’s
• Discuss where you can and where you can’t find information about the proposals
you wrote in the previous activity. Look at the example. session 3 Book with the students to see
some examples of articles
Well, if we were to write an article, Look at this webpage from the Ministry of
that would be nice, but I don’t think Tourism. It has plenty of information about on traveling and tourist
you’d be able to find information to different places and it has sections tailored
help you organize a trip in it. to the purpose of your visit, for example, destinations.
whether you want an archaeological spot
or to spend some leisure time. • Remind your students that
I think a brochure they can use some of the
for tourists might expressions in the book
be useful. Well, if we were to write an
article, that would be nice, but I as models for the kinds of
don’t think you’d be able to find
information to help you organize expressions they may want
What about looking for a trip in it.
information in an encyclopedia? to use when discussing their
own sources.
Remember
blog (n. ): bitácora • Give feedback on whether
digital (sitio donde se There are web pages where you can find Sources of information. Establishing resources for looking up information
publican pequeños textos comments and read about others’ experiences the rationale for using a
denominados entradas)
vblog (n. ): video blog, in tourist spots, about prices, distances, services,
con entradas hechas en friendliness of the staff, etc. You could also look source is or isn’t appropriate.
formato video
for blogs and vblogs with reviews about
different destinations. • Help your students to see
why the task won’t advance if
8. Listen to Track 50 again and complete the information about they want to use a source just
the trip described. TRACK 50
because they already have it.
INFORMATION ABOUT AN EXCURSION
Activity 8
Example: Place we were and places
we visited Guadalajara - Chapala T
• Remind your students they
» Bus have already worked with this
Mode of transportation used to get there
Time spent getting from Guadalajara to chapala
» 2 and a half hours track in Activity 4, but in this rack 50
Where we stayed
case, the activity asks for a
» Not necessary. It is an excursion, not a trip.
Places we visited in our destination
» Lake, Charrería, Ajijic category written in their own
Things we did
words, based on short and
» Walked through the streets of Ajijic, saw a
paraphrased content taken
demonstration of traditional dancing, Charrería
and a football match, strolled by the lake.
What we ate from the track.
» Tortas.
• Go through the activity with
Continue this activity on the next page
your students before listening
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to the track, so that your
students know what it is being asked.
• A type of activity similar to this one is used in many certifications and higher-level examinations. While the
purposes and time constraints of a certification are different from those of developing a social practice of
language, there is common ground in both actions, i.e., the degree of detail of the answer expected at this
level. This means that a short, written answer is expected.
• Remember to foster autonomy: this means that each activity will need a different level of support,
according to your students’ abilities. If they are already able to do what is being asked, you may want to
consult other tips for higher strategies. You may also want to adapt some of these tips to work with the
students that require more support.
• The CD icon will appear throughout the unit to indicate the activity the track is linked to. However,
remember the way we order activities is a suggestion and you may change them to suit the purposes you
established with your students.

Teacher’s Book / Practice 10 171